幸福感对青少年学业素养的影响——基于PISA2018中国四省市数据的实证研究

The Effect of Well-Being on Adolescents’ Academic Performance:Evidence Based on China’s Results on PISA 2018

青少年幸福感作为非认知领域最重要的参考指标之一越来越受到国内外学者、家长、政策制定者和社会的重视和关注,但我国关于幸福感对学业素养内隐机制的研究相对阙如。本研究基于北京、上海、江苏和浙江四省市学生参加国际学生评估项目(PISA2018)的测试结果,运用分层回归方法分析比较幸福感及幸福感各维度对学生阅读、数学和科学素养的影响和预测效应。研究发现:(1)学生幸福感对阅读、数学和科学素养均有显著的积极影响,且学生幸福感各维度(心理、认知和社交)均对学生学业素养有显著的积极影响和正向预测效应;(2)学生幸福感对阅读素养的影响最大,数学素养次之,科学素养最弱;(3)学生社交幸福感对学生阅读和数学素养的影响和预测效应最强,而对于科学素养来说,学生社交幸福感和心理幸福感的影响和预测效应相同;(4)学生积极感受、自我效能感、学校归属感和家长情感支持对学生阅读、数学和科学素养均产生了相对稳定的积极影响和正向预测效应,其中家长情感支持的影响和预测效应最强。对此,文章提出以下启示与建议:提高我国青少年阅读、数学和科学素养的重要做法之一在于加大对学生幸福感的关注力度,加强对学生积极心理品质和情绪控制能力的培养,同时注重学校内部风气建设,建立家校间的良性沟通机制。

Adolescents’ well-being, as one of the most important factors in the field of non-cognitive field, receives more and more attention and interest from researchers, parents, police makers and society, however, few studies were found in China that specifically focused on adolescents’ well-being. Based on Beijing, Shanghai, Jiangsu, and Zhengjia’s results on PISA 2018, we used the hierarchical multiple regression to examine the effect of adolescents’ well-being as well as the subsites of well-being on students’ reading, mathematics, and science performance. The results showed that(1) students’ well-being as well as subsites of well-being showed a significant positive effect on their reading, mathematic, and science performance;(2) student’s well-being had stronger effect on reading performance than mathematics and science performance, and the effect was stronger on mathematics performance than science performance;(3) students’ social well-being showed the strongest effect on reading and mathematics performance, while students’ social and psychological well-being showed equally effect on science performance;(4) students’ positive feelings, self-efficacy, sense of belong, and parent’s emotional support showed stable and consistent positive influence on reading, mathematics, and science performance, and parents’ emotional support showed stronger effect on student academic performance than the other factors in students’ well-being. Based on the results, we suggest that one of the effective ways to improve students’ reading, mathematics, and science performance was to pay more attention on students’ well-being, to cultivate their positive psychological traits and emotion regulation skills, to build more positive school culture as well as the positive communication mechanism between school and parents.